speech-language pathology majors handbook university of ...2071 or 301-296-5700. ... pathologists in...

11-9-2017

Speech-Language Pathology

Majors Handbook

University of Central Oklahoma

Program Academic Guidelines and Policies

11-9-2017

Table of Contents

TABLE OF CONTENTS ........................................................................................................................................................................ 2

CAA ACCREDITATION ....................................................................................................................................................................... 3

INTRODUCTION ................................................................................................................................................................................... 4

UNDERGRADUATE ADVISEMENT................................................................................................................................................... 5 UNIVERSITY CORE COURSES: ................................................................................................................................................................ 5 PROFESSIONAL TEACHER EDUCATION: .................................................................................................................................................. 5 RELATED ELECTIVES: ............................................................................................................................................................................ 5 SLP MAJOR COURSEWORK: ................................................................................................................................................................... 5

UNDERGRADUATE/GRADUATE “TRADITIONAL” BACHELORS DEGREE COURSE SEQUENCE ................................. 6

SPEECH-LANGUAGE PATHOLOGY “TRADITIONAL” BACHELORS DEGREE PROGRAM ............................................. 7

UCO GRADUATE NON-SLP/TRANSFER SEQUENCE ................................................................................................................... 8

ADMISSION REQUIREMENTS ........................................................................................................................................................... 9 PERMISSION TO ENROLL IN SPEECH-LANGUAGE PATHOLOGY BEGINNING/PREREQUISITE COURSEWORK ............................................. 9 ADMISSION TO TEACHER EDUCATION (TE): ........................................................................................................................................ 10 ADMISSION TO SENIOR LEVEL COURSEWORK AND CLINICAL PRACTICUM: ......................................................................................... 10 ADMISSION TO THE UNIVERSITY AND THE JACKSON COLLEGE OF GRADUATE STUDIES AND RESEARCH............................................. 11 ADMISSION TO THE SPEECH-LANGUAGE PATHOLOGY GRADUATE PROGRAM ..................................................................................... 11

GRADUATE ADVISEMENT ............................................................................................................................................................... 13 ADMISSION TO TEACHER EDUCATION WITH NON-TEACHING BACKGROUNDS: .................................................................................... 13 ADMISSION TO JACKSON COLLEGE OF GRADUATE STUDIES AND RESEARCH AND THE GRADUATE PROGRAM: ................................... 13 SLP CLASS PLANS, DEGREE PLANS AND THE GRADUATE COLLEGE: ................................................................................................... 14 CLINICAL PRACTICUM REQUIREMENTS FOR THE GRADUATE DEGREE: ................................................................................................ 14 CAPSTONE EXPERIENCES: .................................................................................................................................................................... 15 APPLICATION FOR GRADUATION:......................................................................................................................................................... 15 ASHA CERTIFICATION, OKLAHOMA LICENSURE, TEACHER CERTIFICATION: ..................................................................................... 15 ASHA KNOWLEDGE AND SKILLS ASSESSMENT (KASA) AND UCO FORMATIVE ASSESSMENT DOCUMENT (FAD): .......................... 16 SLP PROGRAM FORMATIVE AND SUMMATIVE ASSESSMENTS (SEE SUMMATIVE-FORMATIVE CHART, P. 18) ...................................... 16 MATRIX: SLP PROGRAM AND ASHA CCC STANDARDS (SEE MATRIX TABLE, P. 23) .......................................................................... 16 EXAMINATIONS REQUIRED FOR PROGRAM COMPLETION AND PROFESSIONAL CREDENTIALS: ............................................................ 17

FORMATIVE ASSESSMENT: BCC/FAD/KASA BINDER ............................................................................................................. 18

STANDARDS FOR ASHA C.C.C. AND UCO SLP PROGRAM ..................................................................................................... 20

MATRIX: STUDENT LEARNER OUTCOMES (BASED ON ASHA 2014 CCC STANDARDS) AND UCO SLP PROGRAM

................................................................................................................................................................................................................. 23

PROTOCOL FOR ADDRESSING STUDENT CONCERNS ........................................................................................................... 24

CAA Accreditation

The Master of Science education program in speech-language pathology at the University of Central Oklahoma is

accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of the

American Speech-Language-Hearing Association, 2200 Research Boulevard #310, Rockville, Maryland 20850, 800-498-

2071 or 301-296-5700.

The CAA sets forth guidelines and requirements in the areas of administrative support, faculty and instructional staff,

academic and clinical education, students, and program resources. The UCO Speech-Language Pathology program was

most recently accredited in 2014 for an eight-year period. A report is submitted annually to the CAA.

Disclaimer

The information in this Handbook is subject to revision at any time. Subsequent versions of this Handbook will be posted

to the Speech-Language Pathology program website and immediately supersede any previous versions. In any instance in

which a policy in this Handbook conflicts with official policies of the College of Education & Professional Studies,

Jackson College of Graduate Studies and Research, or the University, those policies would take precedence.

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Introduction

Speech-Language Pathology is an exciting and challenging profession. Speech-Language Pathologists

should possess strong intellect, energy, and enthusiasm for interacting with people. They must have the ability

to work effectively with others as well as independently.

Speech-Language Pathology is a profession that offers the flexibility to work with many different

populations – infants, children, and adults - in many different settings. Speech-Language Pathologists work in

many different settings, including public schools, hospitals, rehabilitation centers, and private practice. Speech-

Language Pathology is a profession that continues to be in demand statewide and nationally.

This Majors Handbook is intended to inform you of the requirements for your professional preparation

as you pursue this major at the University of Central Oklahoma. Some principal requirements of this major

include the following:

The successful completion of a Masters degree and successful completion of the required certification

examinations are necessary for employment as a fully credentialed Speech-Language Pathologist.

The Masters degree program may follow a traditional undergraduate degree in Speech-Language Pathology

or a degree in another area. However, the entire program must satisfy academic and practicum requirements

of the American Speech-Language-Hearing Association. This in turn satisfies the requirements for licensure

by the Oklahoma Board of Examiners for Speech-Language Pathology and Audiology and teacher

certification by the Oklahoma State Department of Education.

This major will require meeting minimum criteria to be admitted to successive levels – Entry level courses,

Clinical Practicum/Senior Level Courses, Graduate Program, etc. However, admission to successive levels

is typically competitive in nature as there are frequently fewer slots available than applicants.

Your major academic program will ultimately require approximately 75 credit hours of coursework that is

applicable to certification and licensure requirements. Many of these may be completed at the undergraduate

level as part of your General Education requirements and the Speech-Language Pathology bachelor degree

program or as "background prerequisite courses" for students converting with bachelor degrees from majors

other than Speech-Language Pathology (Non-SLP background students). (See

Individuals who have completed an undergraduate Speech-Language Pathology major at UCO should plan

on six (6) semesters of graduate course work to complete their Masters degree requirements.

Individuals converting from Non-SLP backgrounds should plan on eight (8) semesters, including two (2)

semesters of "background prerequisite" courses and six (six) semesters in the graduate program to complete

their Masters degree.

Your practicum training will require the completion of a minimum of 400 supervised clock hours of

experience with children and adults in a variety of settings. This will require a minimum of 5 semesters of

enrollment in Clinical Practicum at the graduate level.

Individuals with non-teaching bachelor degrees contemplating future employment as Speech-Language

Pathologists in the public schools must complete PTE Foundations of American Education (with a field

experience requiring 30 hours of observation) and SPED Teaching Individuals With Disabilities. Depending

upon background coursework, such students may be advised to take PTE Developmental Psychology,

Approval for teacher certification by UCO will require formal admission to Professional Teacher Education.

Undergraduate Advisement As you pursue your undergraduate major at UCO, the Advisement Center is primarily responsible for advising

you. However, you are encouraged to consult with the Speech-Language Pathology Program Director should you have

any questions regarding the coursework in this major. The undergraduate degree is comprised of four major components:

1) General Education, 2) Professional Teacher Education, 3) Related Electives, and 4) Speech-Language Pathology Major Coursework. The coursework pertaining to the General Education component is listed in the undergraduate catalog. The courses and their recommended sequence for the remaining three components are provided in this Handbook.

University Core Courses:

Your University Core (or "lower division") component is designed to provide a broad foundation of information, knowledge, and skills relating to our social, scientific and cultural inheritance and to serve as a basis for the successful pursuit of advanced and professional studies.

Professional Teacher Education:

This component of the undergraduate program introduces the foundations and principles of American education. It is strongly recommended that undergraduate students complete Foundations of American Education during the sophomore year. It would be desirable to take Developmental Psychology during the sophomore year as well; otherwise, it should be taken during the first semester of the junior year.) Students should take note that both Foundations of American Education and Educational Psychology will require 30-hour field experiences. While enrolled in SLP Language Disorders you will be required to also complete 30 hours of Pre-practicum Clinical Observations. This 30 hour requirement is satisfied on campus as 15 hours of live observation in the Speech & Hearing Clinic and 15 hours of scheduled classroom video observations. Combining either Foundations of American Education or Educational Psychology with Language Disorders would result in completing 60 hours of observation; students should bear this in mind and plan their enrollments accordingly.

Undergraduate Speech-Language Pathology majors are NOT required to complete an ePortfolio. The ePortfolio is

used by other Teacher Education majors to document completion of a number of assignments required in PTE courses. All

artifacts/rubrics associated with PTE, SPED, and SLP courses must be completed and retained. The items that will

ultimately be included in your SLP BCC/FAD/KASA binder as you progress through the undergraduate and graduate SLP

programs. Additional instructions will be provided in courses where applicable assignments occur. (Non-traditional

graduate applicants – those with non-SLP bachelors degrees completing prerequisite courses – are also not required to

purchase the ePortfolio.)

Related Electives:

This component allows traditional undergraduate bachelor degree students in SLP to be exposed to a broader range of

background information pertaining to the various concepts, such as acoustics, linguistics, early childhood, etc. Other

related courses will broaden understanding of life span development in humans. Still other related courses will provide

information regarding various special populations, such as mentally handicapped, emotionally disturbed, or culturally

diverse.

The list of Related Electives on the Bachelor degree plan included in this Handbook is a partial listing of all the

courses that can be applied to Related Electives. A more complete listing is also included in this Handbook or is available

from the undergraduate advisor in the Advisement Center or the SLP Program Director. Any courses not listed that the

student judges may relate in some way to this major can be considered for acceptance as a Related Elective by submitting

a course description to the Program Director. Additional information such as course syllabi or course notes may be needed

to determine whether a course is applicable.

SLP Major Coursework:

Please, note that the SLP major coursework occurs in a "fixed" sequence as outlined on the undergraduate course

sequence sheet included in this Handbook. Once a student has been given permission to enroll in the initial set of

beginning/prerequisite courses, each course then serves as a prerequisite to a subsequent course. With the exception of

Foundations of Speech-Language Pathology, SLP courses are scheduled only once per academic year. If there is a

schedule conflict between a major course and another course, in most cases the student should give the major SLP course

priority; the non-major course may be offered in multiple, semesters where the SLP course will be offered only annually.

Students are, of course, encouraged to consult with the undergraduate program advisor in the Advisement Center or the

SLP Program Director when they are uncertain about the course schedule. No permission is required for Foundations of

SLP, however, a minimum GPA of 2.75 is required for permission to enroll in the first set of major/prerequisite courses

(Normal Language Development, Acoustic Phonetics, Speech & Hearing Mechanism). The program will admit students

based on their GPAs and maintain a waiting list for students whose GPAs do not meet this requirement and admit them on

a space available basis as changes occur.

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Undergraduate/Graduate “Traditional” Bachelors Degree Course Sequence

Basic Sciences - Required for ASHA CCC (may be included in Core Reqs or Related Electives)

____ 12 – Bio(3)+ Phys(3)+ Math(3) + Statistics(3)1: __________________________________________

____ 6 - Behavioral/Social Sci : _________________________________________________________

1st Freshman (15 sem.hrs.)

16 - General Education

1st Sophomore (16 sem.hrs.)


6 – Related Electives2

3 – Second Language

_____* 3 - Found's Speech-Lang Pathology3

1st Junior 17 sem.hrs.)

_____* 4 - Speech & Hearing Mechanism

_____* 3 - Acoustic Phonetics

_____* 4 - Normal Language Development

_____ 3 - Developmental Psychology

3 - Related Electives2

1st Senior (16 sem.hrs.)

_____* 1 - SLP Practicum

_____* 3 - Aural Rehabilitation

_____* 3 - Clinical Method's in SLP

_____* 2 – Special Populations in SLP


SLP Optional Coursework

_____ 2 - Beg Sign Exact English5

2nd Freshman (16 sem.hrs.)


2nd Sophomore (15 sem.hrs.)


_____ 3 - Found's American Education/Field

Exp

_____ 3 – Teaching Individs With Disabilities

_____* 3 - Found's Speech-Lang Pathology3

2nd Junior (16 sem.hrs.)

_____* 3 - Audiology

_____* 3 - Articulation Disorders

_____* 4 - Language Disorders4

_____ 3 - Educational Psychology/Field Exp.


2nd Senior (10-16 sem.hrs.)

_____* 1 - SLP Practicum

_____* 3 - Voice Disorders

_____* 3 - Fluency Disorders

_____* 2 - Cultural Issues in SLP

_____ 2 - Related Electives2

_____ 2 – Free Electives

_____ 2 - Int Sign Exact English5* Speech-Lang Path major courses MUST be taken in sequence.

1 Basic sciences must include Statistics – preferably taken prior to Junior year. 2 Selected from coursework listed on other side. Complete listing available from advisor.

3 Founds of SLP may be taken during sophomore year or first semester of Junior year. 4 Includes completion of 30 hours of on-campus Pre-Practicum Clinical Observations. 5 Considered Related Electives. Perm required. Priority given to seniors & grad program students.

------------------------------------------------------------------------------------------

GRADUATE SPEECH-LANGUAGE PATHOLOGY PROGRAM

-----------------------------------------------------------------------------------------

Summer I

_____ 3 – SLP 5243 Diagnostic Methods in SLP

_____ 3 – SLP 5363 Aphasia I

_____ 2 – SLP 5272 Neurosciences in SLP

Fall I

_____ 2 – SLP 5252 Adv.Normal Lang Development

_____ 2 – SLP 5292 Aphasia II

_____ 2 – SLP 5302 Augmentative Communication

_____ 2 – SLP 5282 Adv. Articulation Disorders

_____ 2 – SLP 5332 Legal Aspects in SLP

_____ 1 – SLP 5900 Practicum in SLP

Spring I

_____ 2 – SLP 5262 Advanced Language Disorders

_____ 2 – SLP 5232 Comm Dis Infants/Toddlers

_____ 2 – SLP 5352 Cleft Palate

_____ 2 – SLP 5112 Speech & Hearing Science

_____ 3 – SLP 5343 Dysphagia


Summer II


_____ ________________________________

_____ ________________________________

Fall II

_____ __- SLP 5900 Practicum (Medical or PS)

_____ __- ________________________________

_____ __- ________________________________

Spring II


_____ __- ________________________________

_____ __- ________________________________

_____ __- ________________________________

_____ __- ________________________________

Required-Schedule as Plan Permits

PTE 5013 Founds of Educ Research

SLP 5952 Eval Clinical Effectiveness

SLP 5904 Practicum Medical Setting

SLP 5903 Practicum Public School + SLP 5901

7

2013-14

Speech-Language Pathology “Traditional” Bachelors Degree Program 49 University Core

12 Professional Teacher Education

3 - PTE 3023 Foundations of American Education (with 30 hr. field experience)

3 - PTE 3163 Developmental Psychology

3 - PTE 4533 Educational Psychology (with 30 hr. field experience)

3 - SPED 4123 Teaching Individuals With Disabilities

40-42* Speech-Language Pathology Specialization Area

Basic Processes

3 - SLP 4143 Acoustic Phonetics

4 - SLP 4724 Speech and Hearing Mechanism

4 - SLP 4014 Normal Language Development

Speech-Language Disorders

3 - SLP 4003 Foundations of Speech-Language Pathology

3 - SLP 4673 Articulation Disorders

4 - SLP 4054 Language Disorders

3 - SLP 4713 Clinical Methods in Speech-Language Pathology

2 – SLP 4900 Special Populations in SLP (substitution for SLP4732)

3 - SLP 4023 Fluency Disorders

3 - SLP 4693 Voice Disorders

2 – SLP 4742 Cultural Issues in SLP

2 - SLP 4901 Clinical Practicum1

Audiology

3 - SLP 4223 Audiology

3 - SLP 4703 Aural Rehabilitation

21-23 Related Electives (Complete listing of acceptable courses available from advisor.)

Statistics - Related Electives MUST include a statistics course selected from the following:

3 – ECON 2303 Statistics for Health Care (Prereq: 1000 Math or higher)

3 – STAT 2103 Introduction to Statistics for Sciences (Prereq: MATH 1513)

3 – STAT 3103 Statistical Methods I (Prereq: MATH 1513 or MATH 1453)

Cultural Diversity

2 - ECED 4222 Psychological Aspects of Multicultural Education

3 – TESL 4113 Teaching English as a Second Language

3 – TESL 4123 Foundations of Bilingual/Multicultural Education

Speech-Language Pathology

2 - SLP 4522 Beginning Signing Exact English

2 - SLP 4622 Intermediate Signing Exact English

Special Education (all Special Education courses are accepted as Related Electives)

3 - SPED 4443 Behavior Classroom Management

Early Childhood

3 - ECED 4073 Language Development and Emergent Literacy

2 - ECED 4422 Parent Community Relations

Elementary Education

3 - ELED 4213 Teaching Language Arts in Elem/Middle School

Psychology

3 – PSY 2103 Social Psychology

3 – PSY 2833 Developmental Psychology (Prereq: PSYCH 1103)

Family and Child Development

3 - FMCD 2213 Child Development

2 – FMCD 3012 Intro to Family and Child Development

2 – FMCD 3242 Adolescent Development

2 - FMCD 4332 Critical Issues in Family and Child Development

3 - FMCD 4413 Contemporary American Families

3 – FMCD 4513 Family Law and Public Policy

English

3 - ENGL 3063 Introduction to Grammar

Communication

3 – MCOM 2053 Introduction to Human Communication

3 - MCOM 3133 Nonverbal Communication

3 - MCOM 2623 Communication Theory

----------------------------------------------------------------------------------------- 1 Admitted on a space available basis in Fall and Spring senior semesters; if necessary, these

enrollments may be waived and additional Related Elective credit hours used in their place.

8

2013-14

UCO Graduate Non-SLP/Transfer Sequence

Professional Teacher Education (may be satisfied with equivalent courses at UG level)

_____ 3 – *PTE 3023 Foundations of American Educ (Required for admission to TE)

_____ 3 – PTE 3163 Developmental Psychology (per advisement)

_____ 3 – SPED4123 Teaching Individuals With Disabilities (Required for Teacher Certification)

_____ 3 – *PTE 4533 Educational Psychology (per advisement);(Requires TE admission and Dev. Psych.)

*Includes 30 hr field experiences; if needed for admission to PTE, Founds of Amer.Educ.

should be taken prior to SLP prerequisites or with P.S. Internship at the graduate level.

Basic Sciences Coursework – Required for ASHA CCC (may be included in UG coursework)

_____ 12 – Bio(3)+ Phys(3)+ Math(3)+ Statistics(3): _________________________________________

_____ 6 - Behavioral/Social Sci : _________________________________________________________

Speech-Language Pathology (*Prerequisite Coursework)

_____* 3 – SLP 4003 Foundations of Speech-Language Pathology (prior to/concurrent with Fall I)

Fall I

_____* 4 – SLP 4724 Speech & Hearing Mechanism1

_____* 3 – SLP 4143 Acoustic Phonetics1

_____* 4 – SLP 4014 Normal Language Development1

_____ __- ________________________________

_____ __- ________________________________

_____ 2 – SLP 4522 Beg Sign Exact English3

_____ 2 – SLP 4622 Int Sign Exact English3

Spring I

_____* 3 – SLP 4223 Audiology

_____* 3 – SLP 4673 Articulation Disorders

_____* 4 – SLP 4054 Language Disorders2

_____ 3 – SLP 4693 Voice Disorders

_____ 3 – SLP 4023 Fluency Disorders

_____ 2 – SLP 4742 Cult. Issues in SLP

_____ __ - _______________________________

* Core prerequisite classes – must be completed or in progress to apply to graduate program.1 Permission required – form available from UG Academic Advisor and Program Coordinator.

2 Includes completion of 30 hours of on-campus Pre-Practicum Clinical Observations. 3 Electives – Permission required. Priority given to senior/grad program students.

------------------------------------------------------------------------------------------

GRADUATE SPEECH-LANGUAGE PATHOLOGY PROGRAM

------------------------------------------------------------------------------------------

Summer I

_____ 3 – SLP 5243 Diagnostic Methods in SLP

_____ 3 – SLP 5363 Aphasia I

_____ 2 – SLP 5272 Neuroscience in SLP

Fall II

_____ 2 – SLP 5252 Adv. Normal Lang Develop

_____ 2 – SLP 5302 Augmentative Communication

_____ 2 – SLP 5292 Aphasia II

_____ 3 – SLP 4703 Aural Rehabilitation

_____ 3 – SLP 4713 Clinical Methods in SLP


_____ __- ________________________________

Spring II

_____ 2 – SLP 5262 Advanced Lang Disorders

_____ 2 – SLP 5232 Comm Dis Infants/Toddlers

_____ 2 – SLP 5352 Cleft Palate

_____ 2 – SLP 5112 Speech & Hearing Science

_____ 3 – SLP 5343 Dysphagia


Summer II


_____ ________________________________

_____ ________________________________

Fall III

_____ 2 – SLP 5282 Adv. Artic Disorders

_____ 2 – SLP 5332 Legal Aspects in SLP


_____ __- ________________________________

_____ __- ________________________________

Spring III


_____ __- ________________________________

_____ __- ________________________________

_____ __- ________________________________

_____ __- ________________________________

_____ __- ________________________________

Required - Schedule as Plan Permits

PTE 5013 Founds of Educ Research

SLP 5952 Eval Clinical Effectiveness

SLP 5904 Practicum Medical Setting

SLP 5903 Practicum Public School + SLP 5901

9

Admission Requirements and Criteria in Speech-Language Pathology

Permission to Enroll in Speech-Language Pathology Beginning/Prerequisite Coursework

Students who plan to begin the Speech-Language Pathology course sequence as undergraduates or those who

have previously earned a bachelor degree in another major must request permission to enroll in the beginning

sequence of courses offered in the Fall semester. These courses are prerequisite to and lead to the Spring

prerequisite courses. The Foundations of Speech-Language Pathology course is offered both Fall and Spring

semesters and does not require permission to enroll. It should be taken prior to or concurrent with the remaining

junior level/prerequisite courses as listed below.

Any Full Semester

SLP 4003 Foundations of SLP

Fall Semester only

SLP 4724 Speech and Hearing Mechanism

SLP 4014 Normal Language Development

SLP 4143 Acoustic Phonetics

Spring Semester only

SLP 4223 Audiology

SLP 4054 Language Disorders

SLP 4673 Articulation Disorders

Required Form and Transcripts: Students must submit a Request for Permission to Enroll in SLP Beginning

Sequence Courses form along with current transcripts showing all completed coursework. Forms with transcripts

should be submitted to the Program Coordinator during the second half of the Spring semester. The form is

available the link on this page, in the SLP program hallway, and from the SLP undergraduate enrollment advisor

in the Enrollment Center in the Nigh University Center.

Required Minimum GPA: Permission to enroll is based on a minimum 2.75 GPA overall or in the last 30 hours

to gain entrance to the major/prerequisite courses. Permissions are prioritized based on GPA; that is, those with

higher GPAs are given permission earlier. The higher of the student’s total GPA or last 30 hours GPA will be

used. During April-May, those students with a 3.50 GPA will be given permission; other students will be

maintained on a waiting list. The criterion is lowered to 3.25 in June and 3.15 in July until the classes are filled.

Because the SLP beginning sequence courses frequently fill up, students should not wait for permission to enroll

in the SLP courses to enroll in other courses that they need. It is wise to take a "worst case scenario" approach to

be sure of getting enrolled in other courses that will help the student in making overall progress in his or her

academic program.

Required English Proficiency: Although the UCO Speech-Language Pathology program and the university

welcome and value diversity, the program and its clinic operate in a predominately English speaking community.

Applicants who are not native speakers of English must meet the minimum university and graduate college

requirements as indicated in current university catalogs for proficiency in English. In addition, an oral interview

with the program coordinator is required for initial permission. Students who exhibit cultural or linguistic

differences in their use of English must eventually demonstrate the ability to use and model Standard English.

With consultation, the program may require remedial courses or individual treatment to improve English

proficiency prior to formal admission to the graduate program.

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Admission to Teacher Education (TE):

This is required for undergraduate majors and optional for non-SLP background graduate students. This process

places on file with the UCO Teacher Services office evidence that applicants meet the university’s minimum

requirements to obtain a teaching certificate upon completion of the Masters degree. Applications are available in

ED207 at the beginning of each full semester. The requirements are:

Completion of 40 credit hours.

A minimum GPA of 2.75.

Documentation of 30 hours of experience with children. (Field experience associated with Found’s of

American Educ fulfills this requirement.)

Passing score on the Oklahoma General Education Test (OGET) – Undergraduate program students ONLY.

Interview and advisement by a program faculty member.

Teacher Educaton Notes:

1. Although Speech-Language Pathology is not considered a Teacher Education major, admission to Teacher

Education is required of all undergraduate Speech-Language Pathology majors.

2. Undergraduate Speech-Language Pathology majors are NOT required to purchase the ePortfolio for

Professional Teacher Education. Speech-Language Pathology students must complete and retain ALL

artifacts and rubrics resulting from assignments in each PTE, SPED, and SLP course.

3. Undergraduate Speech-Language Pathology majors are NOT required to take the Oklahoma Professional

Teacher Examination (OPTE) or the Oklahoma Subject Area Test (OSAT). HOWEVER, changing to a

teacher education major (Elementary Education, Early Childhood, Special Education, etc.) will require

passing these examinations before Student Teaching is permitted in those areas.

Admission to Senior Level Coursework and Clinical Practicum:

Undergraduate students who expect to complete senior level coursework and wish to participate in Clinical

Practicum in Speech-Language Pathology will be required to apply during the Spring semester of the junior year.

Required application materials include:

1. Senior Coursework/Clinical Practicum Application (available from program secretary).

2. Official transcript (including grades for preceding Fall semester) and an Advisor’s transcript if coursework

has been completed at and transferred from other colleges or universities.

3. Interpersonal Skills and Scholastic Abilities Recommendation forms completed by three college-level

instructors from whom coursework has been taken. At least two of the three MUST be Speech-Language

Pathology/Audiology faculty, the third may be a college instructor in another subject area.

Senior Admission Notes:

Ranking and selection of candidates by Speech-Language Pathology faculty is guided by the following criteria:

1. Minimum grade point average of 3.0 in 24 credit hours of Speech-Language Pathology coursework with a

minimum grade of "C" in all major coursework. A student continuing in the major must repeat any major

course in which a grade lower than "C" was received.

2. Minimum grade point average of 2.75 in all completed coursework or 2.75 in the last 30 hours of

coursework completed.

3. Satisfactory evidence of scholastic ability, interpersonal skills, and personal character based on faculty

recommendations (i.e., a minimum average of 3.0 on the three recommendations forms).

4. Students will be notified of their status according to the following categories:

a. Accepted Without Qualification. Students meeting all criteria will be encouraged to continue with

senior level courses and given highest priority for inclusion in clinical practicum.

b. Accepted With Qualification. Students who fail to meet one of the above criteria may be

encouraged to continue senior level courses with the qualification that a deficiency may jeopardize

future acceptance into the graduate program. These students will be encouraged to speak with

faculty to determine what should be done to enhance their chances for admission to the graduate

program.

11

c. Not Recommended for the Major. Students who fail to meet two or more of the above criteria or

present other concerns will be advised of the following options:

Students with deficient overall grade point averages may complete additional undergraduate

coursework or retake courses in which a ‘D’ or ‘F’ was received to meet the required grade

point average.

Students with a deficient grade point average in Speech-Language Pathology coursework

may retake those courses in which grades of "C" or lower were obtained. Although the “C”

cannot be replaced on the university transcript, the program will use the later grade in courses

that have been repeated in calculating the major GPA.

Students may consider majors other than Speech-Language Pathology.

5. Selection for participation/enrollment in Clinical Practicum

a. A limited number of senior students will be selected to participate/enroll in clinical practicum. The

number will be based on the number of clients and amount of supervisory presence available after

the projected practicum requirements of all graduate program students have been satisfied.

b. To be eligible to participate in clinical practicum as a senior, the student must have completed the

required pre-practicum clinical observations. Students should understand that while there is no

required minimum for a given disorder or age group, students must observe a variety and range of

clinical procedures related to each disorder area (regardless of age group) and each age group

(regardless of disorders) as well as including evaluation and treatment procedures. For

undergraduate students completing this requirement in the UCO bachelor degree program, this

process is administered through the Language Disorders course taken in the Spring semester of the

Junior year.

c. Seniors not included in Clinical Practicum during one or both semesters of the Senior year will have

the credit hours of Practicum waived from their Bachelor degree requirements. Sufficient credit

hours from other coursework must be taken to complete the overall 124 credit hours required for

graduation.

Admission to the University and the Jackson College of Graduate Studies and Research

Admission to the University and to the College of Graduate Studies and Research (JCGSR) will be required of all

students to be admitted to the Speech-Language Pathology graduate program. Applicants should obtain all

necessary materials and follow the procedures outlined in the current UCO Graduate Catalog obtained through the

office or website of the JCGSR. Applicants must be aware that admission to the University and the JCGSR is

separate from admission to a particular degree program. Admission to the University and JCGSR does NOT

guarantee admission to a graduate program, including the Speech-Language Pathology graduate program.

Students should note that separate sets of application materials (applications, transcripts, recommendations etc.)

will be required for the JCGSR and the Speech-Language Pathology program.

Students who hold a bachelor degree in another area will be required to complete or be in the final (Spring)

semester of completing the prerequisite “leveling courses” to apply for admission to the UCO Speech-Language

Pathology program. (See “Permission to Enroll in Beginning/Prerequisite SLP Coursework.”) Once a student has

been admitted to the Graduate College and has enrolled in the prerequisite courses, they do not need to re-apply to

the Graduate College when applying to the Speech-Language Pathology graduate program.

Admission to the Speech-Language Pathology Graduate Program

In addition to the general requirements for admission to the University and JCGSR, prospective students entering

the Speech-Language Pathology graduate program must have completed a minimum of 24 credit hours of Speech-

Language Pathology prerequisite coursework (listing follows). These prerequisite courses may or may not be

available for graduate credit, depending upon the student's standing with the JCGSR. Students will not be allowed

to enroll in any Speech-Language Pathology course without proper prerequisites and/or program permission.

Students may not enroll in or participate in Practicum until formally accepted into the program.

12

Graduate applicants intending to pursue the Master degree in Speech-Language Pathology must meet the

following criteria:

1. Receive a Bachelor's Degree from an accredited college or university prior to entering the graduate

program.

2. Complete the 24 credit hours of prerequisite courses at UCO or their equivalents from another university

with a minimum GPA of 3.00.

3. Meet one of the following minimum requirements:

a. Attain a 3.00 or higher grade point average in all speech-language pathology coursework.

b. Attain a 2.75 or higher grade point average in all hours attempted or,

c. Attain a 2.75 or higher grade point average in the last 60 hours attempted, or

d. Earn a minimum of 6 graduate hours at another accredited institution with a 3.00 or higher grade

point average in all graduate hours attempted.

Graduate Admission Notes:

1. Application packets containing all application items for the graduate program must be delivered or

postmarked by January 31.

2. Application materials will be processed during February.

3. Optional admission interviews with program faculty will be offered during February – usually in the

second or third week.

4. Applicants will be notified of the results of the admission process and their status with the graduate

program as early as possible in March.

5. The admissions process may place applicants in one of several categories:

a. Full acceptance for admission into the graduate program.

b. Designation as an alternate candidate for admission into the graduate program based on meeting

all minimum requirements for admission. Should an applicant who has been invited to attend the

program decline the invitation, the program may contact alternates to offer them acceptance into the

graduate program.

c. Acceptance into the graduate program as a probationary candidate for candidates who fail to meet

one or several of the minimum requirements for admission to the program. This would occur with

probationary conditions as set forth by the graduate program based on individual deficiencies. Full

acceptance into the graduate program would only be granted by the faculty following satisfaction of

the conditions set forth for probationary admission. This would occur only when an insufficient

number of fully qualified applicants who meet all the requirements are available to fill all available

slots.

Required Graduate Program Application Packet includes the following:

Application materials are available on the SLP Enrollment and Admissions webpage.

http://www.uco.edu/ceps/dept/apss/slp/enrollment.asp

A completed program application form, including the application checklist used as a coversheet for the

application itself.

Interpersonal Skills and Scholastic Abilities recommendation forms submitted by three college level

instructors with whom the student has completed college level coursework; at least two of the three must

include Speech-Language Pathology/Audiology faculty.

Current official university transcripts from all colleges or universities attended showing all college level

coursework completed by the applicant.

http://www.uco.edu/ceps/dept/apss/slp/enrollment.asp

13

Graduate Advisement

The SLP Program Director is primarily responsible for graduate advisement. The steps in advisement in

the graduate program relate to the admissions requirements for the Jackson College of Graduate Studies and

Research (JCGSR) and the Speech-Language Pathology graduate program. Although admission to Professional

Teacher Education is optional for those applying to the graduate program with a non-teaching background, it is

strongly recommended that individuals consider doing so as this opens up many additional opportunities for

employment immediately following completion of the Masters degree.

Admission to Teacher Education with Non-Teaching Backgrounds:

Applicants with undergraduate degrees in non-teaching majors who may want to take employment in Oklahoma

public schools upon graduation have several options. To obtain an Oklahoma Teaching Certificate immediately

following graduation, SLP graduate students have to complete Foundations of American Education and be

admitted to Teacher Education. In addition, Teaching Individuals With Disabilities must also be completed, either

concurrent with prerequisite courses or fit in along with graduate program coursework. Depending upon the

applicant’s background, Developmental Psychology may also be recommended as a basic prerequisite to SLP

coursework. Alternately, a graduate who decides to work in the public schools can apply to the SDE for teacher

certification based on holding a current ASHA CCC.

Please note: Foundations of American Education may be taken as part of the prerequisite coursework

prior to admission to the graduate program OR as part of the graduate program. If taken with prerequisite courses,

it works best to take it along with Language Disorders in the Spring semester; that way, the required field

experience can be combined with the pre-practicum observations required as part of Language Disorders. The

other (recommended) option is to take Foundations of American Education concurrent with the Public School

Internship in the second year of the graduate program. In this case, the required field experience is completed as

part of the internship assignment.

The Oklahoma General Education Test (OGET) is NOT required for students who have been admitted to

the Speech-Language Pathology graduate program. It is strongly recommended that graduate students with

bachelor degrees in non-teaching areas apply for admission to TE after being admitted to the graduate Speech-

Language Pathology program. If the student has not otherwise obtained 30 hours of public school field

experience, the initial hours obtained as part of the PS Internship during the second year of the masters program

can be used to satisfy this requirement. These must be logged and submitted with the application for admission to

Teacher Education.

Admission to Jackson College of Graduate Studies and Research and the Graduate Program:

Applicants should be aware that acceptance into the Jackson College of Graduate Studies and Research (JCGSR)

DOES NOT guarantee acceptance into the Speech-Language Pathology program. These are two separate

processes requiring separate admissions materials.

Students with Speech-Language Pathology undergraduate degrees (or their equivalents) will be generally

considered for admission into the Graduate SLP Program based on two conditions: 1) The undergraduate degree

includes courses that are equivalent to the program’s prerequisite coursework; and 2) that the student qualifies for

acceptance into the JCGSR.

Students converting from undergraduate degrees in areas other than Speech-Language Pathology (“Non-

SLP backgrounds”) may be admitted to the JCGSR prior to or during the period in which they are completing

Speech-Language Pathology prerequisite coursework. These students should consult with the Program Director to

map out at least a tentative sequence courses that will satisfy their Basic Sciences requirements and their SLP

prerequisite courses. Admission to the graduate SLP program will be considered during the Spring semester if the

student has completed or is enrolled in any remaining prerequisite courses. However, they will not be formally

admitted to the graduate SLP Program to begin graduate level coursework until they have successfully completed

the minimum 24 credit hours of Speech-Language Pathology background prerequisite coursework.

14

SLP Class Plans, Degree Plans and the Graduate College:

After being accepted into the Graduate SLP Program, the Program Director will work in conjunction with each

student to develop the student’s Class Plan. This maps out for each student the exact sequence of courses to be

taken during the six semesters of the graduate program. Class Plans are maintained in a database that allows

generating lists of students who are projected to enroll in each class each semester, which allows tracking

students’ compliance with their planned enrollments and their progress within the program.

During the first Fall semester, the Program Director will develop a Degree Plan for each student in

consultation with the student. The Degree Plan incorporates the student’s past coursework, indicating completed

undergraduate SLP courses and courses that satisfy Basic Science requirements (Biological Sciences, Physical

Sciences, Behavioral/Social Sciences, and Statistics). The student’s projected graduate course and practicum

enrollments are indicated for the Graduate College to evaluate for completion of the masters degree. Degree Plans

are maintained on a calculated database that classifies course credits according to basic sciences, basic processes,

professional, and practicum requirements to determine that all minimum requirements will be satisfied.

The original Degree in Plan will be maintained by the Program Director and copies will be provided to

the student and the JCGSR. Please, note that once the student’s Degree Plan has been developed and submitted to

the JCGSR, the student must follow the plan exactly as written. If it is necessary to alter the plan, the student

MUST consult with the Program Director to determine whether the changes would affect his or her ability to meet

certification and licensure requirements. It may also be necessary to forward a revised Degree Plan to the JCGSR,

as any discrepancies between the plan and the courses on your transcript at the time the student applies for

graduation may cause approval to graduate to be delayed or denied.

Clinical Practicum Requirements for the Graduate Degree:

Completion of the masters degree program will require a minimum of five semesters of graduate level practicum

enrollment that must result in meeting the minimum clock hour requirements for ASHA certification and state

licensure. These requirements include a minimum of 30 hours of pre-practicum clinical observation hours

obtained during the Language Disorders course during the junior year for traditional undergraduate students or the

second semester of prerequisite courses for non-SLP background students.

In total, 400 clock hours that include experience with evaluating and treating adults and children

with speech, language, and hearing disorders in a variety of settings. A minimum of five semesters of

graduate level practicum will be required regardless of any undergraduate practicum enrollments and will

require a minimum of 12 graduate credit hours of practicum enrollment associated with identifiable clinical

assignments. These semesters will occur as scheduled on the Degree Plan developed and signed by the student in

collaboration with the Clinical Coordinator and the Program Director. Any disruption in the planned sequence

will result in the requirement of additional semesters beyond those required on the original Degree Plan. For

example, to compensate for withdrawal from a full semester of practicum an additional an additional full semester

of practicum enrollment may be required, as determined by the Clinic Coordinator and Program Director.

Clinical practicum experiences must include assignments in at least three different settings that result

in a minimum of 50 clock hours in each. At a minimum, the graduate program will require clinical assignments in

the UCO Speech and Hearing Clinic, a medical setting, and a public school setting (unless prior employment

as a speech-language pathologist in the public schools can be documented). Assignment at off-campus facilities

will require a minimum of 100 clock hours accumulated in on-campus assignments and a minimum grade of ‘B’

in the preceding semester. In addition, the program will strive throughout each student’s program to arrange

varied experiences through assignments to other facilities including preschools for the hearing impaired, skilled

nursing facilities, and facilities for adult developmentally delayed, among others. In all these assignments the

program will monitor the accumulation of experiences with diverse populations and make assignments based on

expanding the student’s exposure to the greatest degree of diversity possible. The development of clinical skills

and proficiencies as defined by the ASHA Standards for the CCC will be verified through completion of the Basic

Competencies Checklist throughout the student’s practicum assignments.

15

Capstone Experiences:

During the second year of the graduate program you will be required to complete two capstone experiences – an

Evaluating Clinical Effectiveness research project and the graduate program Comprehensive Examination.

The Evaluating Clinical Effectiveness clinical research project is integrated with a clinical practicum assignment,

typically during the same semester as the Public School Internship. (This is primarily because designing,

executing such projects requires a number of weeks, and as clients, public school students are not as transitory as

patients in medical facilities. These clinical research projects are normally developed based single-subject

treatment designs (discussed in SLP4713 Clinical Methods in SLP) and intended to document the efficacy of a

specific treatment approach or procedure. Students work in collaboration with the Cooperating SLP in their

internship assignments and his or her assigned faculty advisor to develop and execute the project. Projects are

formally described in a APA-style paper and presented during a poster session at the end of each full semester.

The graduate program Comprehensive Exam is taken during the final semester of the graduate program.

The Comprehensive Examination will be scheduled approximately three weeks before the ETS Praxis

examination (the “ASHA national examination”). The Praxis exam is required to obtain the ASHA Certificate of

Clinical Competence, the Oklahoma Board of Examiners License, and is accepted for the Oklahoma Teaching

Certificate. (The Oklahoma Subject Area Test is also optional for obtaining the Oklahoma Teaching Certificate.)

Following the Comprehensive Exam students will be given the overall result and an item analysis of their

performance which indicates how many questions were answered correctly and incorrectly for each course/subject

area. Three objectives are addressed through implementing this process. First, the program hopes to identify any

gaps in student preparation so that these can be remedied prior to graduation. Second, we hope to prepare students

for the Praxis Examination (or alternately the OSAT examination). In this way, the Comprehensive Examination is

considered both diagnostic and remedial. Third, the Comprehensive Examination is intended to be a program

"self-assessment" tool for evaluating our program and the preparation we provide to our students.

Dates for administering the Comprehensive Examinations will be set at the start of the academic year. A

program review will be scheduled about three weeks prior to the Comprehensive Examination, which will precede

the Praxis Examination by about three weeks.

Application for Graduation:

At the end of the Fall semester before your final semester, you should apply to the JCGSR to graduate. As

mentioned above, it is important that you be certain at that time that you have followed the degree plan as

submitted. Any variance will cause your application for graduation to be delayed until the discrepancy can be

clarified. The Jackson College for Graduate Studies and Research will contact the graduate program to determine

if all academic and practicum requirements will be completed prior to the end of that semester before approving

each student’s graduation. The graduate program retains the right to place a hold on any student’s degree should

any circumstance prevent the student from completing all program academic and practicum requirements.

ASHA Certification, Oklahoma Licensure, Teacher Certification:

The Masters degree, once received, is a document that represents many long months of dedication and tireless

effort. However, although it may be disturbing to express it this way, it is only “suitable for framing” unless it

leads to credentials that actually qualify someone for employment in the profession. It will be necessary to obtain

an Oklahoma Teaching Certificate to accept employment in a public school. Employment in any facility that can

be considered “private sector,” whether a hospital or a private practice group, will require obtaining the Oklahoma

Board of Examiners license. Although it is a professional credential (not a “legal” credential like the teaching

certificate and Oklahoma license), holding the ASHA Certificate of Clinical Competence (CCC) is desired, if not

required, by most employers. As graduate students approach the end of the Masters degree program, the forms

and instructions for obtaining these credentials will be distributed.

16

ASHA Knowledge and Skills Assessment (KASA) and UCO Formative Assessment Document (FAD):

Beginning January 1, 2005, all masters graduates applying for the ASHA CCC are required to submit the

verification form signed by the Program Director that indicates they have demonstrated the knowledge and skills

required for the ASHA CCC. ASHA developed the ASHA Knowledge and Skills Assessment

(KASA) instrument, which outlines the knowledge (concepts, principles, and terminology) and skills (procedures,

applications, tasks, etc.) that are central to the conduct of our profession. Each student's development in

professional knowledge areas and clinical skills is to be documented and maintained by the program. To serve this

purpose, the UCO Speech-Language Pathology program has developed the Formative Assessment Document

(FAD) to track each student's development in the knowledge proficiencies. This instrument is based on classroom

performance, course artifacts, experiences with culturally diverse populations, and participation in professional

meetings, among other requirements. The Basic Competencies Checklist has been used in the program and has

evolved since the 1980s to verify clinicians' proficiency in a variety of specific skills and procedures. This

instrument will be distributed and developed beginning with each student’s entrance into Clinical

Practicum, either as a senior or first year graduate student.Following each full semester, students will submit

their FAD/BCC binder for tracking and verification by the Program Director. Completion of requirements

contained in the FAD/BCC binder represents the knowledge and skill proficiencies required for the ASHA

Certificate of Clinical Competence. The completed KASA verification form, signed by the Program Director is

required when applying for the ASHA CCC. Completion of the knowledge and skill proficiencies based on

ASHA standards for the Certificate of Clinical Competence is required to obtain verification from the

Program Director to obtain the ASHA CCC.

SLP Program Formative and Summative Assessments (see Summative-Formative Chart, p. 18)

The Speech-Language Pathology program relies on two types of assessments – Formative and Summative - to

evaluate the development and learning of its students. Formative assessment of knowledge areas is tracked

through student development and learning as indicated though course examinations and assignment artifacts and

rubrics. The cumulative formation of knowledge outcomes over individual courses is tracked through verification

in Formative Assessment Document following each full semester until their completion is verified by the Program

Director. Progression of clinical skills is tracked throughout practicum and internships assignments through

demonstration of individual competencies outlined on the Basic Competencies Checklist. Clinical supervisors and

Cooperating SLPs verify individual competencies as they are demonstrated and their ultimate completion is

verified by the Clinic Coordinator.

Two types of summative assessment occur as students approach the culmination of their graduate

program. These are also described elsewhere in this Handbook as the program’s capstone experiences. The

Evaluating Clinical Effectiveness clinical research project, which occurs during the second year, demonstrates the

student’s ability to integrate understanding of information related to normal aspects, clinical disorders, clinical

treatments, research principles, and professional writing. The Comprehensive Examination, of course, represents a

summary evaluation of students’ understanding and application of knowledge accumulated though courses and

practicum experiences.

Matrix: SLP Program and ASHA CCC Standards (see Matrix table, p. 22)

The matrix table on a following page illustrates the manner in which the 2014 ASHA Standards for the Certificate

of Clinical are addressed thought the learner outcomes associated with the courses and practicum experiences in

the UCO Speech-Language Pathology program.

17

Examinations Required for Program Completion and Professional Credentials:

OGET- Oklahoma General Education Test Admission to Professional Teacher Education – Undergraduates

only

UCO SLP Comprehensive Examination Final semester - SLP graduate program

(OSAT- Oklahoma Subject Area Test) (SDE SLP PS Teaching License/Certificate - Optional)

Praxis National Examination in Speech- ASHA Certificate of Clinical Competence, Oklahoma Board of

Language Pathology and Audiology Examiners License, and SDE SLP Public School Teaching

License/Certificate

18

Formative Assessment: BCC/FAD/KASA Binder

Student & Instructor/Supervisor Responsibilities

Student Responsibilities

All students will be given the BCC/FAD/KASA binder at the beginning of their first

clinical practicum.

Photocopies of all artifacts associated with undergraduate SLP courses should be

entered in the BCC/FAD/KASA binder.

Submit BCC to Supervisors as appropriate when completing skill proficiencies.

Submit BCC/FAD/KASA binder to Program Director at the end of each semester for

verification of knowledge proficiencies.

Instructors/Supervisors are responsible for the following:

Supervisors evaluate skill proficiencies based on Behavioral Definitions; counsel

students to review Remediation of Deficiencies to remediate any evaluation below

Adequate or to improve their performance on a skill proficiency.

Instructors and Clinic Coordinator assign SLP artifacts and distribute associated

rubrics.

Instructors and Supervisors complete the rubric for the following graduate artifacts

submitted by students.

Basic Competencies Checklist (Clinic Coordinator)

Sample Weekly Management Plan (Clinical Supervisor)

Sample Diagnostic Report (Clinical Supervisor)

Clinician Appraisal Form (Cooperating SLP/Clinical Coordinator)

Evaluating Clinical Effectiveness (Faculty Advisor)

Sign off on Appendix E-GR and Appendix H-GR, where needed.

Return original completed rubrics and artifacts to the student.

19

UCO CAPSTONE PROJECT

Evaluating Clinical Effectiveness

Single Subject Experimental Design

Research Project

Course Syllabi

Learning Objectives

vs. Exams and Assignments

Course Assignments

Artifacts &

Rubrics

UCO Formative

Assessment

Document

FORMATIVE

ASSESSMENT:

Knowledge Areas

UCO Basic

Competencies

Checklist

Practicum

Proficiences

& Artifacts

Internship

Proficiencies

FORMATIVE

ASSESSMENT:

Skill Areas

SUMMATIVE ASSESSMENT

ASHA Praxis Exam

UCO Comprehensive Exam

KASA Verification Form

20

STANDARDS FOR ASHA C.C.C. AND UCO SLP PROGRAM

============================================================================

Standards for ASHA UCO Speech-Language Pathology

C.C.C. in SLP Academic/Practicum Program

============================================================================

I. DEGREE: Applicants must hold a UCO will not recommend an individual

master or doctoral degree for employment as an SLP until the

master degree is completed.

II. CAA Accredited Program UCO has held CAA accreditation

ACADEMIC COURSEWORK: since 1994.

III. Minimum 36 graduate credit UCO M.S. in SLP requires 46 graduate

Hours credit hours.

BASIC SCIENCES: - University Core Quantitative and

Scientific Method

- biological/physical Math

mathematics/statistics Life Science

social & behavioral Physical Science

- University Core Soc. & Beh. Analysis

- REQUIRED RELATED

Statistics

- RELATED ELECTIVES

Miscellaneous

- PROF TEACHER EDUCATION

Developmental Pychology

Founds of American Educ

Teach Individ’s w/ Disabilities

Educational Psychology

IV-B BASIC COMMUNICATION AND

SWALLOWING PROCESSES

- basic human communication -SPEECH-LANGUAGE PATHOLOGY....... 15

and swallowing processes 4074 Speech & Hearing Mech......4

including appropriate 4013 Acoustic Phonetics.........3

biological,neurological, 4014 Normal Lang.Development....4

acoustic,psychological, 4742 Cultural Issues in SLP ... 2

developmental, linguistic 5372 Neuroscience in SLP . . . .2

and cultural bases. 5112 Speech & Hearing Science...2

-integrate information 5252 Adv.Normal Lang. Develop...2

pertaining to normal and

abnormal human development

across the life span

21

============================================================================



============================================================================

PROFESSIONAL COURSEWORK: -SPEECH-LANGUAGE PATHOLOGY........

IV-C. - Undergraduate Coursework

-Knowledge of communication and 4003 Found.of Speech-Lang Path...3

swallowing disorders and 4673 Articulation Disorders......3

differences, including the 4713 Clinical Meths. in SLP......3

appropriate etiologies, 4023 Fluency Disorders...........3

characteristics,anatomical/ 4054 Language Disorders..........4

physiological,acoustic, 4693 Voice Disorders.............3

psychological,developmental, 4__2 Special Populations in SLP..2

linguistic and cultural 4742 Cultural Issues in SLP......2

correlates in the following:

-articulation - Graduate Coursework

-fluency 5013 Founds. of Educ.Research....3

-voice and resonance, including 5314 Language Disorders..........4

respiration and phonation 5023 Fluency Disorders...........3

-receptive and expressive language 5323 Voice Disorders.............3

-hearing, including the impact on 5713 Clinical Meths. in SLP......3

on speech and language 5243 Diag. Meths. in SLP.........3

-swallowing 5372 Neuroscience in SLP.........2

-cognitive aspects of communication 5343 Dysphagia ..................3

-social aspects of communication 5363 Aphasia I ..................3

-augmentative and alternative 5292 Aphasia II .................2

Communication modalities 5282 Adv. Artic. Disorders.......2

5262 Adv. Language Disorders.....2

IV-D. 5232 Comm Dis in Inf/Toddlers....2

- For each area in Standard IV-C, 5352 Cleft Palate................2

knowledge of principles and 5302 Augmentative Comm...........2

methods of prevention, assessment,

and intervention - Audiology/Aural Rehab

4223 Audiology...................3

IV-E. 4703 Aural Rehabilitation........3

-Knowledge of standards of ethical 5913 Aural Rehabilitation. . . . 3

Conduct 4522 Beg. Sign. Ex. Engl.........2

IV-F. 4622 Interm. Sign.Ex.Engl........2

-Knowledge of processes used in 5912 Beg. Sign. Ex. Engl.........2

research and integration 5912 Interm. Sign.Ex.Engl........2

of research principles into

evidence-based practice.

IV-G.

-Knowledge of contemporary professional

Issues.

IV-H.

-Knowledge of entry level and advanced

certifications,licensure,and other

relevant professional credentials,

as well as local and national

regulations and policies relevant to

professional practice.

22

============================================================================



============================================================================

SUPERVISED CLINICAL OBSERVATION UCO SPEECH-LANGUAGE PATHOLOGY

AND CLINICAL PRACTICUM: CLINICAL PRACTICUM: 430 c.h.

Minimum: 375 clock hours

CLINICAL OBSERVATION: Pre-Practicum Observations

- 25 clock hours prior to - 30 c.h. Assigned through Language Dis.

beginning initial clinical Completed on campus and monitored

practicum via review of Directed Observation

forms.

CLINICAL PRACTICUM: Practicum:Speech-Lang.Path. 400 c.h.

-Standard V: Skills Outcomes - min. 400 c.h.

V-A. Oral and Written Communication Child Facilities:

V-B.1.Evaluation UCO Speech & Hearing Clinic

V-B.2.Intervention OSD-UCO Regional Preschool

V-B.3 Interaction and Personal Qualities Preschool/Daycare Screenings

V-C. 400 clock hours Edmond/OKC Headstart Programs

V-D. 325c.h. at graduate level Public School Internships

V-E. Min. 25% supervision

V-F. Populations across the life span Adult Facilities:

and culturally/linguistically UCO Speech & Hearing Clinic

diverse backgrounds. Various Various Hospitals & Rehabs

types and severities of disorders, Okla Foundation for Disabled

differences, and disabilities. Dale Rogers Training Center

Nova Center

VI. Assessment

Passed the national examination ETS Praxis Exam (preceded by program

adopted by ASHA comprehensive examination)

VII. CLINICAL FELLOWSHIP YEAR CFY arranged by the graduate;

Faculty assistance available upon

request.

23

Matrix: Student Learner Outcomes (Based on ASHA 2014 CCC Standards) and UCO SLP Program

The graduate must have demonstrated knowledge of: 40

03

Fo

un

d s

of

SL

P

47

24

S&

H M

ech

an

ism

41

43

Aco

ustic

Ph

on

40

14

Norm

L

ang

Dev

46

73

Art

ic D

iso

rde

rs

40

54

La

ng

Dis

ord

ers

42

23

Au

dio

log

y

47

13

Clin

ical M

eth

od

s

49

10

Sp

ecia

l P

op

s

SL

P

47

03

Au

ral R

eh

ab

45

22

Be

gin

nin

g

SE

E

46

22

In

term

ed

SE

E

40

23

Flu

en

cy D

iso

rd.

43

23

Vo

ice D

iso

rde

rs

47

22

Cult I

ssue

s S

LP

53

72

Ne

uro

sci. I

n S

LP

53

63

Ap

ha

sia

I

52

43

Dia

gn

ostic

Me

th

53

02

Au

gm

en

t C

om

m

53

32

Le

ga

l A

sp

ects

52

82

Ad

v A

rtic

Dis

ord

.

52

92

Ap

ha

sia

II

52

52

Ad

v N

orm

al D

ev.

52

32

CD

in I

nf/T

od

dlrs

52

62

Ad

v L

ang

Dis

ord

53

52

Cle

ft P

ala

te

51

12

S&

H S

cie

nce

53

43

Dysph

ag

ia

PT

E5

01

3 F

oun

ds R

es

59

52

Eva

l C

lin E

ff

49

01

SL

P P

racticu

m

59

01

SL

P P

racticu

m

59

03

PS

In

tern

sh

ip

59

04

Med

Se

ttin

g

IV-A: Biological and physical sciences, mathematics, statistics, and the social/behavioral sciences.*

X X X

IV-B: Basic human communication and swallowing processes, including…biological, neurological, acoustic, psychological, developmental, linguistic, cultural correlates.The applicant must have demonstrated the ability to integrate information pertaining to normal and abnormal human development across the life span.

X X X X X X X X X

IV-C: The nature of communication and swallowing disorders and differences including

1. Articulation X X X X X X X X X 2. Fluency X X X 3. Voice and resonance. X X X X X X 4. Receptive and expressive language. X X X X X X X X X 5. Hearing, impact on speech and language X X X 6. Swallowing, related functions, feeding, oral myology X X 7. Cognitive aspects of communication X X X X X X X X 8. Social aspects of communication X X X X X X X X 9. Communication modalities X X X X X IV-D: The principles and methods of prevention and assessment, and intervention for people with communication and swallowing disorders.

X X X X X X X X X X X X X X X X X X X X X X X X X

IV-E: Standards of ethical conduct. X X X X X X X X X IV-F: Processes used in research and the integration of research principles into evidence-based clinical practice.

X X X X

IV-G: Professional contemporary issues. X X X X IV-H: Entry level and advanced certifications, licensure, and other relevant credentials, as well as local, state, and national regulations and policies.

X X X

V-A: The applicant must demonstrate skill in oral and written communication sufficient for entry into professional practice.

X X X X X X X X

* Some standards also met through required general education courses in physics, biology, mathematics, and statistics.

24

Protocol for Addressing Student Concerns Given that we all – instructors, supervisors, and students – are human, it may be inevitable that misunderstandings occur.

The UCO Speech-Language Pathology program is dedicated to preserving a relationship with its students that is based on caring,

trust, honesty, and personal dignity. Whether it involves advisement, course examinations, or practicum grade assignment, it is

important that all persons involved think through a situation that is of concern to identify the source of any miscommunication.

Most such situations can be resolved by reviewing the steps that led to the misunderstanding. In any case, to resolve a problem

appropriately, it is important that as a student, you understand the protocol for addressing your concerns. It may take more than

one conversation and, in some cases, both parties may be served by having a third neutral party present to ensure accuracy and

objectivity is maintained. Generally, the appropriate “chain of command” to address concerns would be as follows:

Individual instructor/supervisor involved

Program Director

Department Chairperson

College Dean

Graduate Dean (graduate)

V.P. Academic Affairs (undergraduate and graduate)

University President

Council on Academic Accreditation

This protocol would begin by addressing the concern with the individual instructor or supervisor involved. If the problem

is not resolved after the most sincere efforts, the concern could next be shared with the program director. (If the concern involves

the program director, then either another faculty member or the department chairperson could be consulted; however, the program

director, as with instructors and supervisors deserves the opportunity to respond directly to the concern.) If the program director

does not satisfactorily address the concern, the student could then consult with the department chairperson. If the department

chairperson is unable to resolve the concern, the student could then consider consulting with the dean of the college. If it is

necessary to proceed beyond the college dean, graduate students could next discuss the situation with the dean of the graduate

college. If necessary, following the dean of the graduate college, graduate students could then proceed by discussing the situation

with a representative of Academic Affairs. Following unsatisfactory resolution with the college dean, undergraduate students

could confer with Academic Affairs. If the situation warrants, the student could then contact the President’s office. Ultimately,

students have the option of contacting the Council on Academic Accreditation of the American Speech-Language Hearing

Association to address what they judge to be a significant concern.

In any case, every sincere effort should be made to first address the concern directly with the individual instructor or

supervisor. This may be done with the simultaneous mediation of the program director, if necessary. This should be done in a way

that seeks to resolve the misunderstanding – finding a solution is more important than assigning blame. It is rare that a problem is

truly one-sided. Therefore, it is usually appropriate for the concerned parties to approach the resolution with some thought about

how they may have contributed to the problem. If the problem cannot be resolved on a one-to-one basis then the students should

proceed to the next level in the protocol.

A central goal for all parties involved is to keep the problem in perspective. Does the concern actually warrant the stress

on the student, the faculty, the program, and the university? Is the concern something that will make a significant difference to the

student’s academic or professional career or the program’s integrity to such a degree that the distractions of prolonged discussions

are warranted? In any case, our program is dedicated to preserving a relationship with students that is based on caring, trust,

honesty, and personal dignity.

speech-language pathology majors handbook university of ...2071 or 301-296-5700. ... pathologists in...

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